Faithfulness n b

DepEd Order No. 42, s. 2016

Grades 1 – 12 School BAUAN TECHNICAL HGH SCHOOL Grade & Section MAGALANG & MAGILIW
Daily Lesson Plan Teacher DARWIN M. AGITO Learning Area English
7:00 – 8:00, 12:00- Quarte
Date & Time JULY 15-20, 2019 First
1:00 r

Day 1 Day 2 Day 3 Day 4

____________ _______________ ______________ _____________

I. OBJECTIVES

The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading
styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb
A. Content Standards
agreement.

The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate
reading styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly
B. Performance Standards
and using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.

C. Learning Competencies EN7LT-1-b-1 EN7VC-I-b-8, EN7LT-I-b-1 EN7LT-I-a-1

MODULE 1- LESSON 2 THE LEGEND OF MARIA
PREFIXES,AFFIXES, THE ORIGIN OF THE MAKILING
II. CONTENT RECALLING MY
SUFFIXES WORLD (Maranaw) LEGEND
ANCESTORS’ BELIEFS MYTH

III. LEARNING RESOURCES

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BTHS, Bauan, Batangas, Phil. 4201. Tel Nos. (043) 980-6127/727-2856 Email bauantech@yahoo.com.ph
A. References
Pages 31-35 Pages 35-36 Pages 36-38 Pages 39-42
1. Curriculum Guide Pages

2. Learner’s Material pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES

Invite the students to read the Review on previous lesson. Review on affixes. Mention to them that after
Introduction, “YOUR discussin a myth, another
JOURNEY” (Module 1 Have them give examples equally interesting narrative
A. Reviewing previous of base words and add genre during the pre-colonial
Lesson 2) for them to get an
lesson/presenting the new affixes to form new words. period will be discussed.
lesson overview of where they are
headed to and to be aware
of the desired result

Allow the students to go over the
“YOUR OBJECTIVES” for
B. Establishing a purpose for the them to focus more in the target
lesson concepts, language ,
communication and literary
skills
Task 4. Word World
Tell them that they must be
ready to read a story .
However, they will
understand it better if they
learn some unfamiliar words.
Tell them that the selection
describes the Maranaws’
beliefs on how the world
was created and was
divided into different parts.
Unlocking Vocabulary
Difficulties
To help the learners prepare to
better understand the narrative
they need to learn some
unfamiliar words.
Have them review their answers

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C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills#1
E. Discussing new concepts and
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on Task 8. Language Lingo
Task 5. In the Beginning Task 10. Survey-Question-
Have them read it silently Read
and write down the
Maranaws beliefs about the Let the learners do the SQR
TASK 1. Four-in-One on creation of the world. technique. Ask them to survey
page 42 of English Learner’s Task 4.1 Word Structure the drawing by asking them
Material. In letter A, let them choose Tell them to find out if what comes to their mind the
which word in the drawing is Maranaws’ beliefs are first time they see it.
Answers: (1.) 4, (2) 2, (3.) 1, refeed to by each item similar to or different from Tell them to read the title
Answers: theirs. silently and allow them to
(4.) Varied 1.root 2.prefix 3. Suffix accumulate questions in mind
but they need to keep them for
the moment
Ask them a rhetorical question
if they got an idea about the
reading text.
Ask them after they read Task 11. Sleeping Beauty
Task 2. Image of my Ancestors the text to answer some At this point have them read
(Whole Class) Discuss with them the input
questions based on content. the text silently and find out if
about word structure using
Let the learners answer the all the questions they had
Let them take a closer look at the the given chart. given questions. Process earlier could be answered by
In letter B, ask them to write
painting of Fernando Amorsolo their answers. (Pair Work) the story.
the newly formed words
and ask them to fill out a chart numbered 1-16 on their Answers may vary.
based on the guide questions. Ask them to give an
notebooks individually
appropriate ending of the
story.
Task 3. Believe it or Not (Pair In letter C, have them read Task 6. Myth as Folk Task 12. Narrative Type
 practicing new skills#2
F. Developing mastery
D Ask: How do your ancestors’
G. Finding practical applications
of concepts and skills in daily
living
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Work) each sentence and fill in the
Encourage the students to do this blank with an appropriate
task with a partner. Let them word from their answers in
the last column of the chart
discuss their ancestors’ beliefs
copied in their notebooks.
listed in the first column of the They should write the word,
given chart. which is their answer in their
notebooks.
Ask them to check the
appropriate Yes/No column and
let them write the reasons on the
designated columns for their
belief or disbelief
In letter D, have them read
two more sentences ask them
In what ways can we connect
if each of the underlined
to our past? Cite examples.
words is formed with a prefix
or suffix. Let them explain
their answers.
Have the students to give
beliefs greatly affect your
more examples of base word
identity?
added by affixes.
Narrative
Discuss the definition of
myth and its characteristics.
Tell them to copy the input
in their notebooks for easy
reference.
Task 7. Solidarity in
Diversity
Let them follow the given
instructions with their
partners.
Encourage them to answer
questions on what the focus
of the Maranaw myth is and
if this myth and other
myths they know is / are
similar.
Go on asking them about
the similarities and
differences of both
narratives. Let them copy
and use the given chart to
organize their answers.
Encourage them to answer
some questions to identify what
makes the narrative a legend.
Have them differentiate a myth
from a legend through a
diagram
Discuss the input with the class
and tell them to copy it in their
notebook for easy reference
Task 13. Setting the Scene
Let them work on this activity
with a partner.
Have them recall the important
points of the legend, Maria
Makiling so that they can
complete the given worksheet
by describing in details the
aspects of setting as one of the
narrative elements.
Task 14. Friend or Foe
Let them do this task with the
same partner.
Have them pick out at least
three characters in the story.
Ask them to list their names in

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
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BTHS, Bauan, Batangas, Phil. 4201. Tel Nos. (043) 980-6127/727-2856 Email bauantech@yahoo.com.ph
Which do you think of your
ancestors’ belief has a great
impact on your identity?
Graffiti Board: Write as many
concepts/words as you can about
what you have learned today.
Identify what Filipino
characteristics/ beliefs
shown in the picture.
the first column of the given
table and indicate if a character
is a friend or the foe.
Task 17. Plot Me
What is a myth? Let them form a group with
What are characteristics of three members (preferable
How do we make new words?
a myth. sitting near each other.)
When do we use the prefix
Ask them to recall the
im, dis, un, in?
important parts of the same
How about re, ir, etc?
legend and fill out the plot
diagram.
Match column A to column B
to form new words. EXIT CARD:
A. B.
Compare and contrast myth
1.magic a. lore I have learned that
and legend using the venn
2.symbol b. in- ____________________
diagram.
3. Create c. -al ____________________.
4. visible d. -ion
5. folk e. -ic
Task 8. Language Lingo Task:
Direct them to fill in each
blank with an appropriate Task: Give an examples of at least
prefix/suffix to form a new Give an example of myth two heroes in the online game,
word that fits the context of and retell the story. Explain Mobile Legends and have them
each given sentences. You why it is considered as a narrate the story about the
may instruct them to review myth. heroes.
the chart on affixes in Task 4
if necessary.
VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: Checked: Noted:

ANGELICA B. LUMANGLAS LORIELYN A. BULANHAGUI TEOFILO R. GARIBAY

Teacher I Head Teacher I Principal

Respect. Responsibility. Love for Work.

BTHS, Bauan, Batangas, Phil. 4201. Tel Nos. (043) 980-6127/727-2856 Email bauantech@yahoo.com.ph